ACTUAL TRF FOR TEACHER APPLICANTS S.

Y 2022-2023

OBJECTIVE 6

How do you maintain a learning environment that is responsive to your community's context? Describe
the context in your area and share teacher practices that contribute to further improvement of your
community.

Answer:

Maintaining a learning environment that is responsive to the community's context requires a deep
understanding of the community's needs and challenges. In my area, the context is diverse, with students
coming from different cultural and socioeconomic backgrounds. Many students face challenges such as
poverty, food insecurity, and limited access to healthcare. As a teacher, there are several practices that I
follow to create a responsive learning environment.

Build relationships: Building relationships with students and their families is crucial for understanding
their needs and challenges. This can be done through regular communication, home visits, and
community events.

Incorporate cultural relevance: Incorporating cultural relevance into the curriculum and teaching
practices helps to engage students and create a sense of belonging. This can be done through the use of
culturally responsive teaching strategies and incorporating the community's culture and history into
lessons.

Address social and emotional needs: Addressing the social and emotional needs of students is important
for creating a supportive learning environment. This can be done through the use of restorative practices
and providing resources for mental health support.

Provide opportunities for community involvement: Providing opportunities for community involvement,
such as volunteering and service projects, helps to create a sense of community and promote social
responsibility among students.

Continuous learning: Teachers need to be continuously learning and reflecting on their practices to
ensure that they are responsive to the community's context. This can be done through professional
development opportunities and collaboration with colleagues.

In summary, maintaining a learning environment that is responsive to the community's context requires
building relationships, incorporating cultural relevance, addressing social and emotional needs, providing
opportunities for community involvement, and continuously learning and reflecting on teaching practices.
By following these practices, teachers can contribute to the further improvement of their community by
promoting equity and creating a supportive learning environment for all students.

Second answer:
I keep a copy of Geneva Gay’s Culturally Responsive Teaching: Theory, Research, and Practice near my
desk because just seeing the spine from time to time reminds me of how important it is for all educators
to know who their students are. I especially like these powerful words from it: “Culturally responsive
teachers have unequivocal faith in the human dignity and intellectual capabilities of their students. They
view learning as having intellectual, academic, personal, social, ethical, and political dimensions, all of
which are developed in concert with one another.”

“Unequivocal faith in the human dignity and intellectual capabilities of their students.” Those are big
words. Important words. Is Gay saying our students are valuable, every single last one? Is she saying the
possibilities of what they can accomplish are infinite? Yes, yes she is. She is also saying that we, their
teachers, have to be culturally responsive if we want to live up to those words. “Academic success,” she
explains, “is a nonnegotiable goal for everyone and the responsibility of all participants in the teaching-
learning process.”
Culturally responsive teachers subscribe to the basic tenets of the approach, defined by Understood as
one that “connects students’ cultures, languages, and life experiences with what they learn in school.
These connections help students access rigorous curriculum and develop higher-level academic skills.” We
all want to create these connections for kids, the kind that help them reach their potential and become
lifelong learners, but how? Knowing what culturally responsive teaching is doesn’t necessarily mean it’s
easy to know how to go about it. And chances are you don’t have the time for a few failed experiments
before finding ways that work.

Here are four practices that helped me in my classroom. I hope they help you, too.

1. Build a positive classroom culture

Establishing a nurturing classroom culture is the first step to being culturally responsive. This begins in
early childhood. To build a culturally responsive classroom, then, we must get to know our students and
their families.

If you’re a K–2 teacher, set the tone for school life by making sure your students feel included,
represented, and safe. I offer some specific suggestions for how to go about this with our youngest
learners in “10 ways to create community in your kindergarten classroom,” but many of them apply for all
elementary grades and much older kids, too. For example, greeting students at the door is a practice even
high-schoolers are likely to appreciate. So is establishing clear procedures, so that everyone knows what
to do and when. Consistency goes a long way in building trust, and trust is critical for a strong classroom
culture.

In “4 ways to strengthen the learning culture in your classroom,” my colleague Erin Beard also suggests
empowering students by being a warm demander, a concept made popular by another big name in
culturally responsive teaching, Zaretta Hammond, author of Culturally Responsive Teaching and the Brain.
Erin encourages using stress- and trauma-sensitive practices as well.

2. Get to know your students and families

We all tend to open up and be more collaborative, whether that’s at work, at home, or even when
running mundane errands, when we feel known and safe to be ourselves. An exchange as ordinary as
paying for groceries tends to feel nicer, for example, when the checker makes eye contact and, for those
brief moments it takes to scan your groceries, helps you feel seen in the world.

To build a culturally responsive classroom, then, we must get to know our students and their families. In
“How to get to know your students,” Erin shares some additional suggestions suitable for all ages, like
focusing on learning goals that feel relevant and personal to your students.

When I taught kindergarten and first grade, I really liked to start by sending out a survey asking questions
related to my students’ likes, dislikes, culture, and family structure. I often turned to “101 inclusive get-to-
know-you questions for students” to get ideas. The student inventories you’ll be able to build from
surveys will help you be culturally responsive to kids’ needs because you’ll better understand who each
student is. Establishing a nurturing classroom culture is the first step to being culturally responsive.

Another fun way to encourage students to share themselves with you and their peers is to have kids bring
a bag with artifacts that represent their family and culture to share with the class. Pictures to hang on a
bulletin board work well, too.

3. Provide opportunities for students to see themselves in the learning

Educators in many places around the globe are working to make their curricula more culturally
responsive. If you’re required to use a curriculum that isn’t culturally responsive, there are still things you
can do to adapt it.

Make sure your students are represented in the books you read, songs you play, practice sheets you use,
and movies you show. For help diversifying your shelves, I love the articles “Kick-start Black History Month
in your classroom (and keep it going all year),” “60 empowering books starring Latina mighty girls,” and
Social Justice Books’ list of texts about LGBTQ+ characters. Diverse Book Finder is another fantastic
resource.
4. Set high expectations for all students

Remember Gay’s words about academic success? It’s “a nonnegotiable goal for everyone.”

Differentiation and scaffolding can help you push kids to reach their potential because they support
students in closing opportunity gaps and allow you to keep high expectations.

Differentiation is when you tailor the content you’re teaching or the process you use for teaching it to
meet the needs of each student. An example of this, especially in a culturally responsive classroom, is to
allow students to pick a book to read themselves, either from a selection of diverse options you provide
or even on your next class trip to the library.

Scaffolding is when you provide temporary support to a student to help them gain the understanding they
need before moving on to more complex topics. It usually involves breaking content down into more
digestible units, and it allows you to provide access to material that’s on grade level (or even beyond, if
that is what a student needs). Edutopia provides a few examples of what scaffolding can look like in “6
scaffolding strategies to use with your students.”

Goal setting is another valuable practice that can keep expectations high while offering students a clear
path for hitting learning targets. For more on how to do that in your classroom, I recommend my posts
“Goal-setting foundations for pre-K–2 teachers” and “2 types of student goal setting that empower early
learners” as well as my colleague Chase Nordengren’s new book, Step into Student Goal Setting: A Path to
Growth, Motivation, and Agency.

Fourth answer
Maintaining a learning environment that is responsive to the community's context is an essential aspect
of effective teaching. As an educator, I recognize that the students I teach come from diverse
backgrounds and have unique experiences and needs that must be considered when designing and
implementing instructional practices. In my area, the community context is characterized by cultural,
linguistic, and socioeconomic diversity, which presents both challenges and opportunities for teaching
and learning.

To maintain a learning environment that is responsive to the community's context, I employ a variety of
strategies and practices. First and foremost, I make an effort to understand the cultural and linguistic
backgrounds of my students and incorporate this knowledge into my instruction. For example, I may use
culturally relevant texts, incorporate student's home languages in my lessons, or design activities that are
culturally meaningful to my students.

Another strategy I use is to collaborate with families and community members to establish a
partnership in education. This partnership helps me to better understand the needs and perspectives of
the community and tailor my instruction accordingly. I also engage in ongoing professional development
to stay current on best practices for serving diverse learners and build my skills in culturally responsive
teaching.

Reflection:

Maintaining a learning environment that is responsive to the community's context is a continuous

process that requires ongoing reflection and adaptation. As I reflect on my practice, I recognize the
importance of building strong relationships with my students and their families, and understanding their
cultural and linguistic backgrounds. I also realize the value of ongoing professional development to build
my skills in culturally responsive teaching and stay current on best practices.

Looking forward, I plan to continue to refine my practice by seeking out opportunities for collaboration
with families and community members, and staying informed about the cultural and linguistic diversity in
my community. By doing so, I hope to create a learning environment that fosters academic success,
cultural understanding, and social-emotional growth for all my students.
What is community context.

Community context refers to the social, cultural, economic, political, and environmental factors that
shape the lives of individuals and communities in a specific geographic area. It includes the community's
history, traditions, values, and beliefs, as well as the resources and opportunities available to its
members. Examples of community context may include the socio-economic status of families, cultural
diversity, access to healthcare, infrastructure, and education.

As a teacher, there are several ways to contribute to the development of the community:

 Engage in community outreach programs: Teachers can participate in various community outreach
programs that address specific community needs, such as literacy programs, community clean-up drives,
or health campaigns.

 Promote cultural awareness: Teachers can encourage their students to learn and appreciate the diverse
cultures present in their community. They can organize cultural events, invite guest speakers, and
integrate multicultural themes into their lessons.

 Collaborate with community stakeholders: Teachers can work with other community stakeholders, such
as local businesses, government agencies, and non-governmental organizations, to develop projects or
programs that address community needs.

 Advocate for community issues: Teachers can advocate for community issues that impact their
students, such as access to quality education, affordable healthcare, or environmental protection.

 Involve parents and families: Teachers can involve parents and families in their children's education by
creating opportunities for them to volunteer in the classroom, attend parent-teacher conferences, or
participate in school events. By doing so, teachers can strengthen the connection between the school and
the community, and promote the development of the community as a whole.

"Teachers shall, at all times, uphold the dignity of the teaching profession. They shall regulate their
private and professional lives in a manner that will command respect for the profession."

This law emphasizes the importance of maintaining the dignity and integrity of the teaching profession by
conducting oneself in a professional and ethical manner both in and outside of the classroom. It reminds
teachers that their actions and behavior can impact how others perceive the teaching profession, and
encourages them to act in a way that earns respect for themselves and their colleagues.

OBJECTIVE 7

How do you develop your teaching practice in accordance with the existing laws that apply to teaching
and the responsibilities specified in the Code of Ethics for Professional Teachers? How do you develop
your teaching practice in accordance with existing regulations?

Answer:

In everyday life, you are confronted with the challenges to do the right thing. When you are faced with
professional decisions that seem to have ethical implications, there are conditions and provisions of the
Code of Ethics that will guide you to determine the best actions.

Teachers have the responsibility to push their learners to their full potential and to develop their
personality. Teachers have great influence in the lives of their learners. They are expected to be
professionally competent in the practice of their profession. Moreover, they need also to possess good
reputation not only in the school but in the entire community.

As mandated in the Code of Ethics for professional teachers, I have the responsibility to interact
positively with parents, community members, and other stakeholders of the school. Contact with parents
must be conducted regularly and be kept professional and free from arguments. If ever I have an issue
with parents, community members, or stakeholders it must be presented during meetings and
conferences. Being a teacher you must recognize that education is a public service and strive to keep the
public informed of the programs, projects and activities.

In the school , I as the teacher is expected to collaborate with my school administrators, co-teachers,
and other personnel in order to provide a safe, friendly learning experiences for the learners. As part of
the DepEd organization, I am further expected to follow the directions and instruction of the school
administrator and higher DepEd officials.

Being a teacher, we should consider our co-teachers and other personnel in achieving the goals of
education. They must be treated with courtesy, consideration, and mutual respect. We should also be
punctual in the submission of office reports and other tasks to facilitate the completion of the work by the
support personnel.

Second answer

A teacher's first responsibility should be to their students, treating them all equally no matter their
ability, race, or ethnicity. Thus, ethical conduct toward students is addressed in the very first principle of
the code of ethics and details the brand of rapport a teacher should establish within the classroom.

The practical application of this principle and the others may be best understood by the situation like
these:

Principle 1 Example

Ms. Barron works at Washington Middle School as a Language Arts teacher. At the start of class, she
introduces the learning targets of the day and states clearly what steps to take in achieving those targets.
Most students are attentive, but a disturbance breaks out at the back of the room between T.J. and
Terrence.

Ms. Barron is frustrated by their daily disobedience and lack of focus, but she once again exhibits calm
and wisdom in her attempts to quench the heat of the two students' disagreement. As school protocol
states, when all reasonable measures to restore order prove unsuccessful, a teacher should summon a
school resources officer who will remove the misbehaving students from the classroom. That is exactly
what Ms. Barron does in order to maintain a productive and safe environment for other students.

This example shows how Ms. Barron adheres to the code of conduct for teachers, specifically its first
principle and I think I must apply on during teaching-learning process.

Principle 2: Practices and Performance

The second principle establishes expectations around a teacher's ethical conduct as related to their
practice and performance. In other words, I as a teacher should make sure I am entirely competent and
properly equipped to teach. To exhibit ethics in education by this principle, a teacher should:

Be honest about their qualifications during the hiring process and commit to the terms of any agreed-
upon contract.

Do their best to be physically and mentally fit for the responsibilities of teaching.

Take part in continuing education and other professional development opportunities.

Honor the law and school policies (unless in conflict with the teacher's code of ethics).

Represent organizational policies apart from personal views.

Avoid using any school funds and/or other professional privileges for personal gain.

In light of a teacher's practices and performance, it is important to note the distinction between a
professional teaching license and the code of ethics. A teacher's license gives them the right to practice in
their field. Adhering to a code of ethics may be a requirement for retaining licensure, but the specific code
depends on the teacher's affiliations.
Third answer:
Teachers are crucial in the successful education of students. Ethical standards require teachers to
support student growth, independence, and success in every way possible. This means that we, teachers
must protect students and treat them equally regardless of ability, race, ethnicity, religion, or any other
factor. For example, Mrs. Small is a teacher who has clear favorites. She gives some of her students
special privileges. Mr. Big, on the other hand, treats all of his students the same way and gives them all
equal opportunities. Which teacher do you think is following the code of ethics for teachers? Therefore,
teachers must be fair enough to handle students to make smooth way of learning.

I personally, must provide opportunities for development and nurture personal growth as well as close
and supportive ties with students while keeping a professional tone to the relationships. For me, teachers
who do not uphold these ideals may harm students and limit their potential.

Fourth answer:
As a professional teacher, it is essential to develop my teaching practice in accordance with the existing
laws and regulations that apply to teaching. This includes the responsibilities specified in the Code of
Ethics for Professional Teachers, which outlines the standards and principles of ethical conduct for
teachers in the Philippines. To ensure that my teaching practice is in compliance with these laws and
regulations, Irregularly review and familiarize myself with them. This involves reading and understanding
relevant laws, policies, and guidelines, such as the Philippine Constitution, the Education Act, and the
Code of Ethics for Professional Teachers. In addition, I participate in ongoing professional development to
enhance my knowledge and skills in teaching and to stay current on changes and updates in education
laws and regulations. This may include attending seminars, workshops, and conferences, as well as
collaborating with other teachers, school administrators, and education professionals.

Reflection

Developing my teaching practice in accordance with existing laws and regulations requires a commitment
to ongoing learning and growth as a professional educator. As I reflect on my practice, I recognize the
importance of staying informed and up-to-date on relevant laws and policies, and integrating ethical
principles into my teaching approach. Looking forward, I plan to continue to develop my teaching practice
in accordance with existing laws and regulations by seeking out professional development
opportunities,staying informed on changes and updates, and collaborating with others in the field.
Bydoing so, I hope to contribute to the overall improvement of education and the well-being of my
students.

OBJECTIVE 8:

Which practices do you show care, respect, and integrity to learners, colleagues, parents, and other
education stakeholders? How do these practices uphold the dignity of the teaching profession?

Acting with integrity and showing courtesy to others is an important way to share and maintain our
character and reputation at school as teachers. Professionalism also helps us gain the trust of parents,
students, colleagues and school administrators. Showing we have the integrity to complete job
responsibilities with excellence. Complaining less and taking responsibility for our actions instead of
blaming others for mistakes creates a more positive environment for colleagues. Striving to be positive in
the way we speak to others can also improve our mood and outlook. Smiling is another way to show
positivity to others as we teachers communicate. Also, teachers must communicate

Another thing, learning to collaborate effectively is an important aspect of a teacher's professional

character. Opening instructional planning to new ideas and input from colleagues and and education
stakeholders for me often improves students' experiences in classroom. Working with other educators to
meet common goals shows your commitment to a successful learning community. Understanding how to
effectively share and accept new ideas, delegate and complete parts of a project and receive critique are
all ways teachers can work together to strengthen the educational process. On the other hand, teachers
must maintain good relationship with the parents in order to establish good rappor. Positive connections
between parents and teachers have been shown to improve children's academic achievement, social
competencies and emotional well-being. When parents and teachers work as partners, children do better
in school and at home.
Third Answer:

As a professional teacher, I believe that showing care, respect, and integrity to learners, colleagues,
parents, and other education stakeholders is essential to upholding the dignity of the teaching profession.
There are several practices that I follow to demonstrate these values in my work.

Firstly, I make a point to listen attentively to my learners, colleagues, and parents and show empathy
towards their needs and concerns. I recognize that each individual has unique circumstances and
experiences, and I strive to be understanding and accommodating.

Secondly, I maintain a professional demeanor and exhibit fairness and transparency in my dealings with
others. This includes being honest and accountable for my actions, adhering to ethical principles, and
treating others with impartiality and respect.

Thirdly, I promote a positive learning environment that is inclusive and welcoming to all learners. This
involves recognizing and valuing diversity in all its forms, and providing opportunities for learners to
express themselves and contribute to the classroom community.

Overall, these practices are intended to demonstrate care, respect, and integrity towards all education
stakeholders, and to uphold the dignity of the teaching profession.

Reflection:

As I reflect on my practices, I realize that demonstrating care, respect, and integrity towards learners,
colleagues, parents, and other education stakeholders is not only a professional obligation, but a personal
commitment to making a positive impact in the lives of others. By

upholding these values, I aim to create a safe and supportive learning environment where everyone can
thrive.

In the end, I believe that these practices are not only essential to upholding the dignity of the teaching
profession, but also to the betterment of society as a whole. As educators, we have the power to shape
the future by instilling values of care, respect, and integrity in the next generation of learners.

OBJECTIVE 9
What co-curricular and/or extra-curricular organizations and/or activities did you participate in,that
enabled you to share your knowledge and enhance your teaching practice? How did yourmembership in
this organization/ participation in this activity contribute to your professional development?

Answer:

I have participated in co-curricular and extra-curricular organizations and activities through out my
teaching career to enhance my knowledge and teaching practice. One organization that I have been a
member of is the Professional Association in my community. Through this organization, I have had the
opportunity to collaborate with other professionals in my field, attend training sessions, and engage in
discussions about current issues and best practices in education. Additionally, I am a volunteer at one of
the organization (teaching non-reader) in my community. As a volunteer, I work with students in a variety
of ways, from tutoring and mentoring to organizing community service projects. Through this experience,
I have been able to share my knowledge and skills with students outside of the classroom, and help them
develop

Important life skills. Finally, I am also an officer in my purok, a local community organization. Through my
involvement in this group, I have been able to connect with other community leaders and collaborate on
initiatives that benefit our community as a whole. My participation in these co-curricular and extra-
curricular organizations and activities has contributed significantly to my professional development.
Through these experiences, I have gained valuable insights and perspectives, learned new teaching
strategies and techniques, and built strong relationships with my colleagues and students.
Reflection:

As I reflect on my participation in these organizations and activities, I realize that they have been
instrumental in shaping my teaching practice and contributing to my growth as a professional educator.
Through my involvement in these groups, I have been able to share my knowledge and expertise with
others, while also learning from my colleagues and students. Moving forward, I plan to continue seeking
out opportunities for professional development and engagement with the broader teaching community. I
believe that by staying active and involved, I can continue to enhance my teaching practice, and make a
positive impact in the lives of my students and community

OBJECTIVE 10

The task given to the students is to research the roles of the given workers in the community by asking
their parents or anyone with knowledge of the roles. It is divided into 2 sets. The Set A used the terms
which are familiar to the modern community, while the Set B used terms that are familiar in the older or
indigenous community.

Answer:
The research task assigned to the students involved investigating the roles of workers in the community.
The task was divided into two sets – Set A and Set B. Set A utilized modern terms that are commonly used
in the community, while Set B used terms that are more familiar in the older or indigenous community.
The students were required to interview their parents or anyone with knowledge of the roles assigned to
them.

The students were highly engaged in the research task, as it provided them with an opportunity to learn
more about the different workers in their community. They were able to develop their communication
skills by interviewing their parents and others, as well as their research skills by gathering information
from various sources.

Through the research task, the students were able to gain a better understanding of the different roles
that workers play in the community. They learned about the challenges and responsibilities associated
with each role, and how these workers contribute to the betterment of the community as a whole.

Second answer:
For my classroom with a presence of Indigenous students, this type of assessment promotes culture-
sensitivity, fairness, inclusivity, contextualization and is very much, with respect to how IP students must
be assessed, appropriate.

This kind of assessment is very appropriate to my classroom which has Indigenous students because it
acknowledges the culture of these learners. According to an article, Ways of teaching & engaging
Aboriginal students in an effective classroom with IP students must be culturally relevant and responsive.
The assessment test reflects the teacher’s knowledge and sensitivity to the culture of the IPs by including
their own culture and vocabulary in the assessment test. Further, the assessment also did not ask the
learners to use technology to find out the roles of these people in the community but instead, the teacher
asked them to utilize the community itself and elders to provide the answers.

This hits two birds; one, the teacher acknowledges that not all students, specially IPs have computers or
gadgets to search for the answers, this is very much appropriate in teaching students from Indigenous
Groups, second, it involves community members which is a very strong strategy for teaching Indigenous
students (Korff, 2021). This kind of assessment also, respective of the culture and the stronger presence
of contextualization in our curriculum shows that the teacher did not limit the IP learners to their own
culture and vocabulary but also introduced the culture and vocabulary of non-IP community and the same
goes for the non-IP students in the class.
The type of assessment given also develops students' HOTs or Higher Order Thinking Skills in my class.
According to various articles, in order for the students in the Indigenous Group to thrive a teacher must
set a high standard for them and expect them to succeed. The assessment shows that the teacher expects
everyone to explain the roles they will gather and that is developing the reasoning ability and critical
thinking of not only the IP students but all of the students in class. As a teacher, we sometimes forget that
there are IP students who are in the mainstream class who need a unique approach of teaching and
assessment. This shows in many research studies that tell us that the needs of these children are not
being addressed. However, there are revolutionary movements for Indigenous People especially in the
Basic Education. Our curriculum advocates inclusivity, fairness, and culture-sensitivity to all students and
to the groups they belong (DO 32, S. 2015, DO 72, s. 2009, DO 101, S. 2010). The Assessment given as an
example in this reflection form is one way of showing us how to provide a proper and valid assessment
test to all our students irrespective of their community groups. It also shows how different the IP students

may look at things and concepts learned in school. For the IPs, the elders and community are very
fundamental to their existence and therefore, for the teaching instruction and assessment to be
successful for this type of learners, the tasks of the learners must allow them to function in society and
enable them to utilize their own culture and environment. To retrospect, we should always remember
that assessment strategy must be in consonance with the teaching strategy in order to really assess if the
objectives based on the competencies prescribed by our curriculum are being carried out in our lesson. In
order to address the learning needs of our students in Indigenous Groups we must make all the parts of
our lesson culture-sensitive, inclusive and conducive for them bearing in mind that these students are the
future of our country